1 of 48

Spanish phonics collection�

SSCs [v], [b]

�Date updated: 10 / 08 / 22

Victoria Hobson / Amanda Izquierdo / Nick Avery/

Rachel Hawkes

Artwork: Mark Davies

2 of 48

SSCs [v], [b]

fonética

Introduction

3 of 48

v�

ver

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

4 of 48

v�

ver

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

5 of 48

v�

ver

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

6 of 48

v

ver

verdad

verde

vivir

[to live]

verano

joven

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

7 of 48

v

ver

verdad

verde

vivir

verano

joven

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

8 of 48

v

ver

verdad

verde

vivir

verano

joven

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

9 of 48

b�

celebrar

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

10 of 48

b�

celebrar

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

11 of 48

b�

celebrar

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

12 of 48

b

celebrar

abuela

saber

[to know]

bastante

[quite]

bonito

[pretty]

deber

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

13 of 48

b

celebrar

abuela

saber

bastante

bonito

deber

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

14 of 48

b

celebrar

abuela

saber

bastante

bonito

deber

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

15 of 48

Escucha y lee. Es ¿‘v’ o ‘b’?

sa__er

cele__rar

b

__erdad

v

jo__en

v

__astante

b

de__er

b

__erde

v

a__uela

b

_i_ir

v

b

escuchar

A

B

C

D

E

F

G

H

I

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

16 of 48

¿‘v’ o ‘b’?

celebrar

verdad

joven

bastante

deber

verde

abuela

vivir

saber

escuchar

A

B

C

D

E

F

G

H

I

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

17 of 48

Identifica la palabra correcta.

1

9

7

4

5

6

3

8

2

[to know]

[quite]

[to live]

[must]

celebrar

saber

bastante

joven

abuela

vivir

verdad

deber

hablar

verde

[young]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

18 of 48

Escucha y completa la frase.

¿Das unas cosas a la _________?

Luego escribe la frase en inglés.

Quiere _______ la _________.

S/he wants to know the truth.

Quiero __________ mi cumpleaños lejos de aquí.

I want to celebrate my birthday far (away) from here.

saber

verdad

celebrar

Verde

What colour do you want? Green?

abuela

Do you give some things to grandma?

Da una bolsa a la señora en la tienda.

Es ___________ grande.

S/he gives a bag to the lady in the shop. It’s quite big.

¿Qué color quieres? ¿_______?

bastante

Doy películas a una amiga, Sara.

¡______ películas con Sara es maravilloso!

Ver

I give films to a friend, Sara.

Seeing / watching films with Sara is marvellous!

escuchar / escribir

mi = my

cumpleaños = birthday

1

2

3

4

5

6

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

19 of 48

SSCs [v], [b]

fonética

Consolidation [1]

20 of 48

bastante

[quite]

bonito

[pretty]

deber

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘b’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

The words ‘bonito’ and ‘deber’ have been added as cluster words in addition to those already introduced in 2.1.1

30 of 48

b�

celebrar

abuela

saber

bastante

bonito

deber

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

31 of 48

b�

celebrar

abuela

saber

bastante

bonito

deber

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

32 of 48

¿‘v’ o ‘b’?

El verde es un color bastante bonito.

Es verdad, İmi abuela no es joven!

Celebramos el aniversario en Barcelona.

İVivir en Valencia en verano debe ser excelente!

Ver gatos verdes en Benidorm no es normal!

1

2

3

4

5

Green is quite a pretty colour.

It’s true, my grandma isn’t young!

We celebrate the anniversary in Barcelona.

Living in Valencia in summer must be excellent!

Seeing green cats in Benidorm is not normal!

Escucha. Completa las palabras con ‘v’ o ‘b’.

escuchar

33 of 48

Escucha y completa las frases.

El verde es un color bastante bonito.

Es verdad, İmi abuela no es joven!

Celebramos el aniversario en Barcelona.

İVivir en Valencia en verano debe ser excelente!

Ver gatos verdes en Benidorm no es normal!

1

2

3

4

5

Green is quite a pretty colour.

It’s true, my grandma isn’t young or pretty!

We celebrate the anniversary in Barcelona.

Living in Valencia in summer must be excellent !

Seeing green cats in Benidorm is not normal!

escuchar

34 of 48

Lee las frases con una pareja.

1.
2.
3.
4.
5.

El verde es un color bastante bonito.

Es verdad, İmi abuela no es joven!

Celebramos el aniversario en Barcelona.

İVivir en Valencia en verano debe ser excelente!

Ver gatos verdes en Benidorm no es normal!

hablar

35 of 48

v�

ver

36 of 48

b�

celebrar

37 of 48

hablar

a veces	nervioso	blanco	nueve	bueno	verde	barco	aburrido
revista	basura	viernes	bonito	llevar	dibujo	vista	abrir
buscar	lavar	barco	viajar	recibir	barato	vaso	bicicleta
vacaciones	bolígrafo	vivir	libro	botella	ventana	beber	árbol

holidays

to look for

nervous

rubbish

to wash

pen

white

magazine

Friday

boat

to live

nine

pretty

to travel

book

good

to wear

to receive

bottle

window

cheap

drawing

green

bank

view

glass

to drink

tree

bike

to open

sometimes

boring

hablar

Estimated time: 7 minutes

Aim: speaking practice with the [v] and [b] SSCs.

Procedure:

This is a game of pairs. Students have to find a matching pair of words according to the SSC ‘b’ or ‘v’ that they have in common (e.g. bueno + libro / vaso + revista).
Teachers could run this:

1a) as a whole class activity where students volunteer answers or

1b) as a team game. Depending on the ability of the group, ‘lifelines’ could be used, such as three (for example) opportunities for students to use reference material (e.g. dictionaries or their exercise books).

or

2) in pairs/groups (a sort of pelmanism activity).

This could be done after the teacher models this with the whole class (as above) or pairs could go straight into it to challenge higher attaining groups.

Each pair/group of students would receive a set of the cards with the Spanish on one side and the English on the other (available as a Word doc). Students should lay the cards down on the desk with the English word facing up. Students take it in turns. Person A says the Spanish for a word then turns over the card to see if is correct. If correct the student chooses a matching word with the same SSC, again saying the word in Spanish and then turning over the card to reveal the answer. If a match is made, student A keeps the pair. If a match is not made, student A turns the cards back over and leaves the cards where they are. Whether correct or incorrect, play passes to person B, taking it in turns to find a match. The player with the most pairs at the end wins.

Differentiation:

If teachers feel that their students need preparation time ahead of this activity, students could be asked to look back through their exercise/vocab books (in pairs or groups of 4) and identify all the words they have learnt up to now that contain a ’b’ or a ‘v.’ If literacy would be a barrier here, teachers could use the flashcards provided as a word document with the English on one side and Spanish on the other. Students in pairs/groups could quickly classify them into ‘v’ or ‘b’ and spend 2 minutes testing each other Sp🡪Eng then Eng 🡪 Sp to embed the meanings and reinforce the sound spelling correspondence in order to have a greater chance of succeeding with the task described above.

Notes:

These are not the source/cluster words but rather previously taught vocabulary from vocab sets up to 3.2.4.

38 of 48

SSCs [v], [b]

fonética

Consolidation [2]

39 of 48

Fonética

escuchar / escribir

En español la [b] y la [v] tienen la misma pronunciación.

Escucha las frases y escribe las palabras, ¿es con b o con v?

palabras con b	palabras con v	¿Qué significa la frase en inglés?

1

2

3

4

5

6

billetes

enviar

olvidó

aprovechas

vacaciones

viajar

vende

veinte

bebidas

debo

saber

verdad

va

ver

novia

viaje

lluvia

verano

rabia

S/he forgot to send the tickets.

You make the most of the holidays to travel.

S/he sells twenty drinks.

I must know the truth.

S/he is going to see his/her girlfriend on the trip.

The rain in summer is infuriating.

In English, we might also say here ‘You take advantage of…’.

Phonics��Timing: 6 minutes

Aim: to consolidate understanding of SSCs [b] & [v] and to consolidate understanding of vocabulary (as there is no juxtaposition of SSCs, previously taught vocabulary is used in this activity).

Procedure:�1. Students listen to each recording and write the words with the sounds [b] and [v] in the corresponding column.�2. Students listen again and write the meaning of the full sentence in English.

Transcript:

Olvidó enviar los billetes.
Aprovechas las vacaciones para viajar.
Vende veinte bebidas.
Debo saber la verdad.
Va a ver a su novia en el viaje.
La lluvia en verano da rabia.

Note: an additional translation is provided for ‘aprovechar’. The word has so far only been taught as ‘make the most of’, but in this context it would work well with ‘take advantage of’.

40 of 48

hablar / escuchar

Fonética

Trabajamos en parejas.

El estudiante A lee las palabras en la lista.

El estudiante B escribe las palabras en la columna correcta.

Ejemplo:

1	verdad

	b	v
1

Estudiante A habla:

verdad

Estudiante B escribe la palabra:

verdad

41 of 48

hablar / escuchar

Fonética

	Lee las palabras en la lista
1	vida
2	besar
3	levantar
4	abierto
5	nuevo
6	beber
7	vivir
8	móvil

	b	v
1
2
3
4
5
6
7
8

Estudiante A

42 of 48

hablar / escuchar

Fonética

	Lee las palabras en la lista
1	recibir
2	llave
3	barrio
4	abril
5	abrir
6	vergüenza
7	diecinueve
8	billete

	b	v
1
2
3
4
5
6
7
8

Estudiante B

43 of 48

hablar / escuchar

Fonética

	Lee las palabras en la lista
1	vida
2	besar
3	levantar
4	abierto
5	nuevo
6	beber
7	vivir
8	móvil

	b	v
1
2
3
4
5
6
7
8

Estudiante A - Solución

recibir

llave

barrio

abril

abrir

vergüenza

diecinueve

billete

44 of 48

hablar / escuchar

Fonética

	Lee las palabras en la lista
1	recibir
2	llave
3	barrio
4	abril
5	abrir
6	vergüenza
7	diecinueve
8	billete

	b	v
1
2
3
4
5
6
7
8

Estudiante B - Solución

vida

besar

levantar

abierto

nuevo

beber

vivir

móvil

45 of 48

SSCs [v], [b]

fonética

Consolidation [3]

46 of 48

Recuerda que la letra ‘b’ y la letra ‘v’ tienen la misma pronunciación en español. Escucha las palabras:

	¿cuántas veces? v/b	Frases

escuchar

Escucha las frases. Marca cada vez que hay una ‘b’ o una ‘v.’ Luego, escribe la frase en español.

grave

gobierno

1

2

3

4

5

1

2

Las chicas __________ quieren __________ un partido.

Está ____________ ____________ en el __________.

Estoy __________ en _________ a _______ del Mar Mediterráneo.

__________ un mensaje en una __________.

Quiere __________ un __________ de la __________.

jóvenes

ver

buscando

aventuras

bosque

viajando

barco

través

botella

Envía

grabar

vídeo

boda

47 of 48

Un mensaje

hablar / escuchar / escribir

Persona A

Persona A: Lee el texto a tu compañero.

Persona B: Sin mirar la pizarra*, escucha y escribe cada palabra con [b] o [v].

Hola Luis. ¿Cómo estáis tu y tu hermana? Vosotros vais a venir a mi casa este sábado para la fiesta, ¿verdad? ¡Tenemos bastante comida y bebidas para todos en el barrio!

*board

Persona B

Hola Diego. Estamos bien, gracias. Ayer vimos la última película de Icíar Bollaín ¡Es muy buena! Sí, vamos a ir a la fiesta. También quiero invitar a mi novia. ¡Baila genial!

[1/2]

Timing: 5 minutes

Aim: a paired read aloud and transcription task to practise oral production and recognition of words containing the SSCs [v] and [b] at text level.

Procedure:

1. Ask the students to read the instructions and check their understanding. At this point, advise student B to turn away from the board.

2. Click to bring up the text for student A.

3. Student A reads the text to student B who writes all the words containing SSC [v] or [b] .

4. Click again to hide the text that was just used.

5. Students then swap roles.

6. Teachers can use the answer slide (next slide) to bring the activity to a close. Elicit the meanings of the target words in English.

7. Teachers may also want to ask students to consider the meanings of the texts as a whole before moving on. Give pairs a minute per text and then take feedback.

Frequency of unknown vocabulary:

pizarra [>5000]

48 of 48

Solución

hablar / escuchar / escribir

Persona B

Persona A

bien

vimos

Bollaín

buena

vamos

vosotros

vais

venir

sábado

verdad

invitar

novia

baila

bastante

bebidas

barrio